Savanna Hoffman
Teaching vocabulary to university students can be challenging, but there are several effective strategies that can be employed to improve student engagement and learning outcomes. While there is no one-size-fits-all approach, a combination of explicit instruction, contextual learning, and interactive activities can help students expand their vocabulary and enhance their comprehension. By incorporating visual aids, games, and real-world examples, educators can make vocabulary lessons more accessible, enjoyable, and memorable for university students.
| Characteristics | Values |
|---|---|
| Instructional time devoted to vocabulary | 5% to 10% |
| Number of exposures to words and their meanings for students to learn them | 12 to 14 |
| Teaching method | Explicit |
| Number of new words introduced at once | 20 |
| Frequency of quizzes | Once a week |
| Word selection | Essential to understanding the main idea of the text or unit, used repeatedly or frequently encountered across domains |
| Instruction type | Definition, visual cues, examples, and nonexamples |
| Practice methods | Collaborative student turn-and-talk activities, semantic maps, reading and writing activities, vocabulary games, and more |
| Tier 1 words | Oral language |
| Tier 2 words | Written language |
| Tier 3 words | Specific disciplines or domains |
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What You'll Learn
Use explicit instruction
Explicit instruction is a systematic and structured approach to teaching that aims to empower learners to use a rich and varied vocabulary. This method ensures learners receive consistent and comprehensive instruction, leading to a deeper understanding and mastery of concepts.
When using explicit instruction to teach vocabulary to university students, it is important to first create a set of words for learners to describe without using the specific word. This provides insight into their language development and understanding of key words. For example, asking students to describe a pineapple and whether they classify it as a fruit.
Explicit vocabulary instruction includes an easy-to-understand definition presented directly to students, along with multiple examples and non-examples of the target word. Teachers can use a simple graphic organizer to pre-teach the meanings of important words in about five minutes per word. During this routine, teachers introduce target words with definitions, visual cues, and examples. Students then engage in immediate practice using the words through collaborative activities.
To ensure students encounter words frequently and have opportunities to apply them in context, vocabulary instruction should be integrated across all subjects. Each subject has a unique set of vocabulary terms, and students need to know their meanings and how to use them in various contexts. Teachers can use semantic maps to visually display and connect a set of related words or concepts. Implementing semantic map activities can help students recall the meanings of words and understand how multiple words or concepts "fit together".
Additionally, it is important to provide students with multiple encounters with words in nuanced contexts. Traditional vocabulary workbooks with fill-in-the-blank sentences and analogies may not be effective as they do not provide authentic encounters with words. Instead, students can be engaged in deep diving into a topic, reading and writing activities, and vocabulary games to accelerate word learning.
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Provide multiple exposures
Teaching vocabulary to university students is a complex task, and there is no single research-based method for doing so. However, one essential component of effective vocabulary instruction is providing students with multiple exposures to words and their meanings.
Research suggests that students need between 12 and 14 exposures to words to fully learn them. This involves encountering words repeatedly and in different contexts. For example, students can be introduced to a word through explicit instruction, and then encounter the same word in their reading or writing activities. Teachers can also encourage students to engage in independent reading outside of class, which provides extensive exposure to vocabulary in rich contexts.
In addition to reading and writing activities, teachers can use graphic organizers, such as semantic maps, to help students visualize and connect words and concepts. These visual tools can be combined with explicit instruction and practice opportunities to enhance students' vocabulary retention. For example, teachers can introduce a new word and provide definitions, visual cues, and examples, followed by collaborative activities where students use the word in context.
Explicit vocabulary instruction should include an easy-to-understand definition, multiple examples and non-examples, and opportunities for discussion and comprehension checks. This ensures that students not only learn the word but also understand its appropriate use in different contexts. Teachers can also incorporate vocabulary games and competitions to make learning more engaging and interactive, further increasing students' exposure to the target words.
By providing multiple exposures to vocabulary, teachers can help university students develop a deep understanding of words and improve their long-term retention. This involves a combination of explicit instruction, reading and writing activities, visual tools, and interactive games that reinforce the learning process.
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Teach word-learning strategies
Teaching word-learning strategies is an important aspect of vocabulary instruction. It empowers students to independently decipher unfamiliar terms they encounter outside the classroom. Here are some effective approaches:
Dictionary Use
Students can be taught to utilize dictionaries to understand multiple word meanings and select the most appropriate definition based on the context. This strategy enhances their vocabulary and equips them with a valuable tool for lifelong learning.
Morphemic Analysis
Morphemic analysis involves breaking down words into their meaningful parts, or morphemes, to derive their meaning. For instance, understanding the root word "aqua" helps students comprehend the meaning of "aquatic." Teaching students to analyze word parts, including root words, prefixes, and suffixes, empowers them to decipher new words independently.
Contextual Analysis
Contextual analysis is a valuable technique where students infer the meaning of unfamiliar words by scrutinizing the surrounding text. Instruction in contextual analysis involves teaching students to employ both generic and specific types of context clues. By analyzing the context, students can make educated guesses about the meaning of new words and expand their vocabulary.
Cognate Awareness
For English Language Learners (ELLs) whose native language shares cognates with English, cognate awareness is crucial. Cognates are words in two or more languages that share a similar spelling, pronunciation, and meaning. Teaching students to recognize cognates can help them expand their vocabulary and facilitate their understanding of new words in English.
Word Consciousness
Fostering word consciousness involves cultivating an awareness of and interest in words. This can be achieved through various means, such as encouraging adept diction, word play, and exploring word origins and histories. By engaging students in these activities, they become more attentive to words and their nuances, enhancing their vocabulary and language skills.
In conclusion, teaching word-learning strategies goes beyond memorization and definition drills. By employing these strategies, educators can empower students to become independent vocabulary learners, improving their comprehension and language skills.
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Incorporate semantic maps
Semantic maps are a powerful tool for teaching vocabulary to university students. They are visual aids that help students identify, understand, and recall the meanings of words and concepts. By using semantic maps, students can create "maps" or webs of words, connecting related terms and ideas. This technique enhances their understanding of the relationships and connections between different words and concepts.
When introducing semantic maps to your students, guide them through two main processes: generating words and then grouping or categorizing those words. For example, after a lesson on cell structure, ask students to think of words related to that topic. They can then create a semantic map by categorizing and connecting these words. This approach not only helps students expand their vocabulary but also deepens their comprehension of the subject matter.
Semantic maps can be applied across various subjects, including math, science, and social studies. For instance, in a lesson on empathy and compassion, a semantic map can be used to explore related concepts and their connections. Additionally, semantic maps can be used during independent reading, where students can create maps for new or interesting words they encounter in their reading material.
One of the benefits of semantic mapping is its adaptability. You can choose the semantic categories that best suit your students' needs and even switch them up throughout the year. There is no "wrong" way to create a semantic map, and it may take a few tries for both you and your students to feel comfortable with the process. However, with practice, it will become second nature.
To further enhance the effectiveness of semantic maps, provide a list of words that includes both related and unrelated terms. This approach encourages students to think critically about which words belong on the map. Additionally, you can scaffold the activity by providing category topics or using pictures instead of words for younger students who are still developing their reading and writing skills.
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Play vocabulary games
Playing vocabulary games is a great way to enhance university students' vocabulary comprehension. These games are designed to be quick, simple, and easily adaptable to suit any topic or grade level. They can be used to review the current unit's words and older ones, and they serve as an excellent way to informally check for understanding.
Just One
This game involves preparing cards with five words related to a unit, topic, or subject. Groups of three to seven students work together. One student turns away from the group, and the first card is shown to the other students. Without conferring, they write down one word that relates to the word on the card. For example, if the word is "muscle," related words might be "movement," "skeletal," or "tissue." All the students then reveal their answers to the group, except for the first student.
Diagram and Phrase
In this game, groups of six to eight students sit in a circle. Each student is given a note card or piece of paper with a different phrase or term on it, such as "human evolution" or "cell membrane." The student has 30-45 seconds to sketch a picture representing the phrase, and then they paperclip their sketch over the word so that only the drawing is visible. This picture is passed on to the next student, who writes what they think the phrase is based on the drawing. This process continues, alternating between drawing and writing, until it returns to the original student.
Alphabet Game
Students work in small groups of two to four and write down a word related to a specific topic for each letter of the alphabet. For example, if the topic is "cells," "A" might be "apoptosis," "B" might be "binary fission," and so on. This game can be challenging, and students may need support or the freedom to be more creative.
Word Association
Divide the class into pairs. On the count of three, each student says a word related to a given subject. For example, for the topic "cells," one student might say "cellulose," and the other might say "eukaryotic." On the next count of three, they simultaneously say another word that they think matches both words just said. This continues until both students say the same word at the same time.
Semantic Maps
Semantic maps are visual tools that display and connect a word or phrase with a set of related words or concepts. Implementing semantic map activities helps students, especially those struggling with learning disabilities, recall word meanings and understand how multiple words or concepts relate to each other. Teachers can use semantic maps alongside explicit instruction and practice opportunities to effectively expand students' vocabulary and support their content knowledge.
These games can be adapted and modified to suit the specific needs and topics relevant to university students. They offer an engaging and interactive way to enhance vocabulary learning and comprehension.
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Frequently asked questions
There are many ways to make learning vocabulary fun for university students. Teachers can introduce friendly competition by putting students in pairs or small groups and giving them a vocabulary list. Then, present a prompt such as, "Would you rather be X or Y?" and have them substitute X and Y with two words from their list. Games like charades, Go Fish, and scavenger hunts can also be adapted to teach vocabulary. Teachers can also incorporate visuals and stories to make learning new words more engaging.
There is no standard number of words that should be taught at a time. However, it is important to note that students need multiple exposures to words and their meanings to fully learn them. Research suggests that students need between 12 and 14 exposures to new words to learn them effectively. Therefore, it is more beneficial to focus on a smaller number of words and provide multiple opportunities for students to encounter and use them in different contexts.
One effective strategy is to provide explicit instruction on word-learning strategies so that students can independently determine the meanings of unfamiliar words. This includes teaching dictionary skills, morphemic analysis (analyzing word parts), and contextual analysis (inferring meaning from surrounding text). Additionally, fostering "word consciousness" or an interest in words can help students develop their vocabulary over time. Teachers can encourage this by promoting adept diction, word play, and research on word origins.
